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THE EXPLORING STUDENTS’ CHALLENGES IN USING ROBLOX FOR NARRATIVE WRITING Cahyani Dwiputri; Irsyad Nugraha; Sinta Dewi
SECONDARY: Jurnal Inovasi Pendidikan Menengah Vol. 6 No. 3 (2026)
Publisher : Pusat Pengembangan Pendidikan dan Penelitian Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51878/secondary.v6i3.10951

This article explores the challenges experienced by ninth-grade EFL students when Roblox was used as an experiential prompt for narrative writing. The study was conducted in an Indonesian junior high school classroom through a qualitative case study design. Data were drawn from four teacher-researcher observation field notes and three semi-structured interviews with focal students coded as S1, S2, and S3. The learning sequence followed four stages: Building Knowledge of the Field, Modeling of the Text, Joint Construction of the Text, and Independent Construction of the Text. Thematic analysis revealed that Roblox provided vivid ideas, settings, characters, conflicts, and chronological events, but it did not automatically lead to coherent English narrative writing. Five major challenges emerged: technical and access barriers, difficulty transforming gameplay into English sentences, difficulty selecting and organizing narrative elements, tension between engagement and distraction, and different levels of student independence. The findings suggest that Roblox can support narrative writing when it is combined with clear genre-based scaffolding, guided worksheets, vocabulary and past-tense support, immediate post-game writing activities, and equitable technical preparation. Thus, the main pedagogical issue is not whether students enjoy Roblox, but how teachers help them transform game experiences into organized and linguistically accurate narrative texts. ABSTRAK Artikel ini mengeksplorasi tantangan yang dialami siswa EFL kelas IX ketika Roblox digunakan sebagai prompt pengalaman untuk menulis teks naratif. Penelitian dilakukan di salah satu kelas sekolah menengah pertama di Indonesia dengan desain studi kasus kualitatif. Data diperoleh dari empat catatan observasi guru-peneliti dan tiga wawancara semi-terstruktur dengan siswa fokus yang dikodekan sebagai S1, S2, dan S3. Rangkaian pembelajaran mengikuti empat tahap, yaitu Building Knowledge of the Field, Modeling of the Text, Joint Construction of the Text, dan Independent Construction of the Text. Analisis tematik menunjukkan bahwa Roblox membantu siswa memperoleh ide, latar, tokoh, konflik, dan urutan peristiwa yang konkret, tetapi pengalaman bermain tidak secara otomatis menghasilkan tulisan naratif berbahasa Inggris yang runtut dan akurat. Lima tantangan utama ditemukan, yaitu hambatan teknis dan akses, kesulitan mengubah pengalaman bermain menjadi kalimat bahasa Inggris, kesulitan memilih dan mengorganisasi unsur naratif, ketegangan antara keterlibatan dan distraksi, serta perbedaan tingkat kemandirian siswa. Temuan ini menunjukkan bahwa Roblox dapat mendukung pembelajaran menulis naratif apabila dipadukan dengan scaffolding berbasis genre, LKPD terarah, dukungan kosakata dan simple past tense, kegiatan menulis segera setelah bermain, serta persiapan teknis yang adil bagi siswa.

IMPLEMENTASI PENDIDIKAN MULTIKULTURAL DALAM PEMBELAJARAN SEJARAH KELAS XI DI SMA NEGERI 5 SEMARANG Fini Fajriana; Syaiful Amin
SECONDARY: Jurnal Inovasi Pendidikan Menengah Vol. 6 No. 3 (2026)
Publisher : Pusat Pengembangan Pendidikan dan Penelitian Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51878/secondary.v6i3.10956

Indonesia is a multicultural country with ethnic, linguistic, religious, and cultural diversity, requiring multicultural education to instill the values of tolerance and respect for differences, especially through history learning at the secondary school level. This study aims to describe teacher preparation in planning multicultural education, analyze its application in history learning, and explain the role of history learning in instilling multicultural values, especially in grade XI of SMA Negeri 5 Semarang. This study uses a qualitative approach with a case study approach. Data were collected through interviews, observations, and documentation, then analyzed through a systematic process of data reduction, data presentation, and drawing conclusions. The results of the study indicate that teachers have prepared and integrated multicultural values into learning tools, although in-depth understanding of the concept is still limited, the application in History learning is carried out through lectures, discussions, and providing examples of historical events that reflect diversity, but the implementation is not yet fully optimal due to time constraints and variations in learning methods, history learning has an important role in instilling the values of tolerance, mutual respect, and awareness of diversity to students, which is reflected in student attitudes in interactions in the classroom and school environment. ABSTRAK Indonesia merupakan negara multikultural yang keberagaman etnis, bahasa, agama, dan budaya sehingga memerlukan pendidikan multikultural untuk menanamkan nilai toleransi dan penghormatan terhadap perbedaan, khususnya melalui pembelajaran sejarah di tingkat sekolah menengah. Penelitian ini bertujuan untuk mendeskripsikan persiapan guru dalam merencanakan pendidikan multikultural, menganalisis penerapannya dalam pembelajaran sejarah, serta menjelaskan peran pembelajaran sejarah dalam menanamkan nilai-nilai multikultural khususnya di kelas XI SMA Negeri 5 Semarang. Penelitian ini menggunakan pendekatan kualitatif dengan pendekatan studi kasus. Data dikumpulkan melalui wawancara, observasi, dan dokumentasi, kemudian dianalisis melalui proses reduksi data, penyajian data, dan penarikan simpulan secara sistematis. Hasil penelitian menunjukkan bahwa guru telah melakukan persiapan dan mengintegrasikan nilai multikultural dalam perangkat pembelajaran meskipun pemahaman konsep secara mendalam masih terbatas, penerapan dalam pembelajaran Sejarah dilakukan melalui metode ceramah, diskusi, dan pemberian contoh peristiwa sejarah yang mencerminkan keberagaman namun pelaksanaannya belum sepenuhnya optimal karena keterbatasan waktu dan variasi metode pembelajaran, pembelajaran sejarah memiliki peran penting dalam menanamkan nilai toleransi, saling menghargai, dan kesadaran akan keberagaman kepada peserta didik, yang tercermin dari sikap siswa dalam interaksi di kelas maupun lingkungan sekolah.

IMPROVING STUDENTS’ NARRATIVE WRITING THROUGH BLOOKET-BASED LEARNING Diana Az-Zahra Mulyana; Irsyad Nugraha; Wahid Hasim
SECONDARY: Jurnal Inovasi Pendidikan Menengah Vol. 6 No. 3 (2026)
Publisher : Pusat Pengembangan Pendidikan dan Penelitian Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51878/secondary.v6i3.10960

This research is motivated by the low narrative writing skills of English as a Foreign Language (EFL) students due to low motivation and the use of less interactive learning methods. The focus of this research problem is directed at testing the effectiveness of the Blooket digital platform as a game-based learning medium to optimize the ability to compose narrative texts. This quantitative study applies a quasi-experimental method with a non-equivalent control group design involving the experimental class and the control class at the junior high school level in Garut. The research procedure begins with a pre-test, implementation of an intervention in the form of integrating the Blooket interactive questionnaire for four meetings, and ends with a writing post-test. The results of quantitative data analysis using the SPSS program show a significant increase in the average score of the experimental class from 61.94 to 80.83 with a gain score of 18.89 and a significance value of p = 0.000 less than 0.05. In contrast, the control class did not show significant progress. The main conclusion confirms that the integration of Blooket is proven to be effective in significantly boosting students' writing skills. In addition to the academic aspects, the use of game elements has successfully fostered motivation, active participation, and students' self-confidence in organizing story ideas in a coherent and enjoyable manner during the learning process. ABSTRAK Penelitian ini dilatarbelakangi oleh rendahnya keterampilan menulis teks naratif pada siswa kelas English as a Foreign Language (EFL) akibat rendahnya motivasi serta penggunaan metode pembelajaran yang kurang interaktif. Fokus masalah dalam riset ini diarahkan pada pengujian efektivitas platform digital Blooket sebagai media pembelajaran berbasis gim untuk mengoptimalkan kemampuan menyusun teks naratif. Studi kuantitatif ini menerapkan metode eksperimen semu dengan desain non-equivalent control group yang melibatkan kelas eksperimen dan kelas kontrol pada jenjang sekolah menengah pertama di Garut. Prosedur penelitian diawali dengan pemberian pra-tes, pelaksanaan intervensi berupa pengintegrasian kuesioner interaktif Blooket selama empat pertemuan, dan diakhiri dengan pemberian pasca-tes menulis. Hasil analisis data kuantitatif menggunakan bantuan program SPSS menunjukkan peningkatan nilai rata-rata kelas eksperimen secara signifikan dari 61,94 menjadi 80,83 dengan capaian skor gain sebesar 18,89 serta nilai signifikansi p = 0,000 kurang dari 0,05. Sebaliknya, kelas kontrol tidak memperlihatkan kemajuan yang berarti. Simpulan utama menegaskan bahwa integrasi Blooket terbukti efektif dalam mendongkrak keterampilan menulis siswa secara nyata. Selain aspek akademis, pemanfaatan elemen gim ini sukses menumbuhkan motivasi, partisipasi aktif, serta rasa percaya diri siswa dalam mengorganisasikan ide cerita secara koheren dan menyenangkan selama proses pembelajaran.

PENGARUH MODEL PEMBELAJARAN DRILL TERHADAP KEMAMPUAN BERTHAHARAH PESERTA DIDIK KELAS VII PADA MATA PELAJARAN FIKIH DI MTS BAHRUL ULUM NATAR Ahmad Sirojul Islam; Jamal Fakhri; Rudy Irawan Z
SECONDARY: Jurnal Inovasi Pendidikan Menengah Vol. 6 No. 3 (2026)
Publisher : Pusat Pengembangan Pendidikan dan Penelitian Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51878/secondary.v6i3.11013

This research is motivated by the low psychomotor abilities of students in practicing purification procedures due to the dominance of conventional Fiqh learning which tends to be oriented towards theoretical cognitive mastery alone. The focus of the problem in this research is directed at testing the effect of the drill learning model on the real improvement of thaharah abilities in grade VII students at MTs Bahrul Ulum Natar. Using a quantitative approach with a quasi-experimental design in the form of a pretest-posttest control group, this study involved the entire population of 49 students through a saturated sampling technique divided into experimental and control groups. Data were collected objectively using a performance test instrument for purification practices, classroom observations, and structured documentation analyzed using the SPSS program through the Independent Sample t-Test. The research findings prove that the experimental class experienced a significant increase in the average posttest score reaching 79.83 from the initial score of 61.25, surpassing the control class which only obtained a final score of 68.40. The results of the hypothesis test show a significance value of 0.000 less than 0.05 which means there is a real causal effect. The main conclusion of the study confirms that the application of the drill model through planned and repeated motor training has proven to be very effective in strengthening memory, accuracy of the sequence of pillars, and operational skills of ablution and tayamum worship of students in an applicable manner. ABSTRAK Penelitian ini dilatarbelakangi oleh rendahnya kemampuan psikomotorik peserta didik dalam mempraktikkan tata cara bersuci akibat dominasi pembelajaran Fikih konvensional yang cenderung berorientasi pada penguasaan kognitif teoritis belaka. Fokus masalah dalam riset ini diarahkan pada pengujian pengaruh model pembelajaran drill terhadap peningkatan kemampuan berthaharah secara nyata pada siswa kelas VII di MTs Bahrul Ulum Natar. Menggunakan pendekatan kuantitatif dengan desain eksperimen semu berbentuk pretest-posttest control group, studi ini melibatkan seluruh populasi sebanyak 49 peserta didik melalui teknik sampling jenuh yang terbagi menjadi kelompok eksperimen dan kontrol. Data dikumpulkan secara objektif menggunakan instrumen tes kinerja praktik bersuci, observasi kelas, serta dokumentasi terstruktur yang dianalisis menggunakan program SPSS melalui uji Independent Sample t-Test. Temuan riset membuktikan kelas eksperimen mengalami lonjakan nilai rata-rata posttest yang signifikan mencapai 79,83 dari nilai awal 61,25, melampaui kelas kontrol yang hanya memperoleh skor akhir sebesar 68,40. Hasil pengujian hipotesis menunjukkan nilai signifikansi 0,000 kurang dari 0,05 yang berarti terdapat pengaruh kausal yang nyata. Simpulan utama penelitian menegaskan bahwa penerapan model drill melalui latihan motorik yang terencana dan berulang terbukti sangat efektif dalam menguatkan daya ingat, ketelitian urutan rukun, serta keterampilan operasional ibadah wudhu dan tayamum peserta didik secara aplikatif.

STRATEGI GURU PENDIDIKAN AGAMA KATOLIK DALAM MENINGKATKAN SELF-EFFICACY SISWA KELAS XI DI SMA livia depari; Mimpin Sembiring
SECONDARY: Jurnal Inovasi Pendidikan Menengah Vol. 6 No. 3 (2026)
Publisher : Pusat Pengembangan Pendidikan dan Penelitian Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51878/secondary.v6i3.11091

Self-efficacy encapsulates a core psychological construct reflecting an individual’s internal conviction in navigating academic assignments, overcoming barriers, and actualizing designated educational objectives. This scholarly inquiry is designed to elucidate the profile of self-efficacy among grade XI pupils at SMA Swasta RK Serdang Murni Lubuk Pakam and to dissect the pedagogical maneuvers deployed by Catholic Religious Education instructors to fortify this trait through theological nurturing, moral maturation, and spiritual guidance. Operationally, this study utilized a qualitative-descriptive methodology. The research informants comprised the institutional head, an educator of Catholic theology, and 12 eleventh-grade students recruited via a purposive sampling mechanism to align with the empirical focus of the study. Data procurement was structured around targeted interviews, direct field observations, and archival tracking, whereas the analytical trajectory proceeded via data reduction, structural display, and contextual inference. The diagnostic insights reveal that the students' self-efficacy resides within a reasonably competent echelon. This is structurally manifested through academic task ownership, cognitive resilience during pedagogical hurdles, and assertiveness in classroom dynamics, notwithstanding a minor segment of pupils still demonstrating unstable confidence and fragmented learning strategies. This performance standard is intrinsically linked to the proactive intervention of Catholic Religious Education teachers, who stimulate student self-efficacy through moral-theological mentoring, interactive spiritual methodologies, Christian role-modeling, institutionalizing religious activities, constructing faith-centric learning circles, and executing reflective performance evaluations. ABSTRAK Self-efficacy merepresentasikan derajat keyakinan personal seorang individu mengenai kapasitas dirinya dalam merampungkan penugasan, merespons rintangan, sekaligus menggapai target yang dicanangkan sepanjang dinamika instruksional. Investigasi ini diproyeksikan untuk memotret potret self-efficacy siswa kelas XI di SMA Swasta RK Serdang Murni Lubuk Pakam sekaligus mengidentifikasi taktik yang diterapkan oleh guru Pendidikan Agama Katolik dalam mengeskalasi aspek tersebut melalui skema internalisasi iman, pematangan moral, serta pendampingan kerohanian. Desain riset ini mengadopsi pendekatan kualitatif dengan metode deskriptif. Klaster informan kunci melibatkan kepala sekolah, pendidik rumpun materi Agama Katolik, serta 12 siswa kelas XI yang dijaring menggunakan teknik purposive sampling demi menjamin kesesuaian basis data riset. Instrumen pengumpulan data dihimpun lewat kombinasi wawancara mendalam, pengamatan lapangan, dan penelaahan dokumen, yang dilanjutkan dengan operasi analisis model interaktif meliputi reduksi, penyajian data, serta penarikan konklusi. Temuan ilmiah membuktikan bahwa efikasi diri siswa berada pada taraf yang cukup memadai. Indikasi ini dicirikan oleh tumbuhnya rasa optimisme dalam menuntaskan kewajiban akademik, ketahanan mental kala menjumpai problem belajar, serta mentalitas yang berani dalam ekosistem kelas, kendati sebagian kecil murid masih memperlihatkan krisis kepercayaan diri serta inkonsistensi taktik belajar. Kondisi makro tersebut didukung penuh oleh kontribusi strategis guru Pendidikan Agama Katolik yang mengupayakan penguatan efikasi diri murid lewat bimbingan teologis-moral, formulas instruksi rohani yang interaktif, keteladanan perilaku Kristiani, stimulasi perayaan liturgis-keagamaan, pengondisian ekosistem belajar berbasis iman, hingga penerapan evaluasi kelas yang bersifat reflektif.

STRATEGI GURU PENDIDIKAN AGAMA KATOLIK DALAM MENANGGULANGI SADNESS PADA SISWA KELAS XI DI SMA Mimpin Sembiring; Enjelita Depari
SECONDARY: Jurnal Inovasi Pendidikan Menengah Vol. 6 No. 3 (2026)
Publisher : Pusat Pengembangan Pendidikan dan Penelitian Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51878/secondary.v6i3.11093

The strategies of Catholic Religious Education (CRE) teachers are highly important in accompanying students’ emotional and spiritual development, particularly in dealing with sadness that may influence the learning process at school. Sadness does not only affect psychological aspects, but also influences students’ physiological, cognitive, and affective dimensions in learning activities. This study focuses on describing the sadness experienced by Grade XI students and examining the strategies of Catholic Religious Education teachers in addressing sadness at SMA Swasta RK Serdang Murni Lubuk Pakam. A qualitative approach with a descriptive research design was employed. Data were collected through observation, interviews, and documentation involving Catholic Religious Education teachers, Guidance and Counseling teachers, the principal, and Grade XI students. Data analysis was conducted using the Miles and Huberman model, which includes data reduction, data display, and conclusion drawing, while data validity was ensured through source and technique triangulation. The findings indicate that students’ sadness is reflected in physiological aspects such as sad facial expressions and bodily responses, cognitive aspects such as decreased concentration, changes in thinking patterns, and reduced memory ability, as well as affective aspects such as social withdrawal, low empathy, and decreased learning motivation. The strategies of CRE teachers are implemented through their roles as faith and moral educators, spiritual mentors, role models of Christian living, facilitators of religious activities, builders of faith communities, and developers of emotionally responsive learning. These strategies play an important role in helping students manage sadness, although their impact is not yet evenly experienced; therefore, a more personal and sustainable approach is still needed. ABSTRAK Strategi Guru Pendidikan Agama Katolik (PAK) penting dalam mendampingi perkembangan emosional siswa, khususnya dalam menghadapi sadness yang dapat memengaruhi proses pembelajaran di sekolah. Sadness tidak hanya berdampak pada aspek psikologis, tetapi juga memengaruhi aspek fisiologis, kognitif, dan afektif siswa dalam aktivitas belajar. Fokus kajian ini adalah mendeskripsikan sadness yang dialami siswa kelas XI serta mengkaji strategi guru Pendidikan Agama Katolik dalam menanggulangi sadness di SMA Swasta RK Serdang Murni Lubuk Pakam. Pendekatan yang digunakan adalah kualitatif dengan jenis penelitian deskriptif. Data diperoleh melalui observasi, wawancara, dan dokumentasi dengan subjek penelitian guru Pendidikan Agama Katolik, guru Bimbingan Konseling, Kepala Sekolah, dan siswa kelas XI. Analisis data dilakukan menggunakan model Miles dan Huberman yang meliputi reduksi data, penyajian data, dan penarikan kesimpulan, serta diuji keabsahannya melalui triangulasi sumber dan teknik. Hasil kajian menunjukkan bahwa sadness siswa tampak pada aspek fisiologis seperti wajah murung dan respons tubuh, aspek kognitif berupa penurunan konsentrasi, perubahan cara berpikir, serta kemampuan menghafal, dan aspek afektif berupa menarik diri, rendahnya empati, serta penurunan motivasi belajar. Strategi guru PAK dilakukan melalui strategi sebagai pendidik iman dan moral, pembimbing spiritual, teladan hidup Kristiani, fasilitator kegiatan keagamaan, pembangun komunitas beriman, serta pengembang pembelajaran yang responsif terhadap kebutuhan emosional siswa. Strategi guru PAK berperan penting dalam membantu siswa mengelola sadness, meskipun dampaknya belum merata sehingga diperlukan pendekatan yang lebih personal dan berkelanjutan.

CROSS-PARADIGM SYNTHESIS: BIBLIOMETRIC MAPPING CONCEPT INTEGRATION SOCIAL EMOTIONAL LEARNING (SEL) AND VALUE-BASED CHARACTER EDUCATION IN GLOBAL SENIOR SECONDARY EDUCATION Fera Fauziyatur Rohmah; Muhammad Arif Syihabuddin
SECONDARY: Jurnal Inovasi Pendidikan Menengah Vol. 6 No. 3 (2026)
Publisher : Pusat Pengembangan Pendidikan dan Penelitian Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51878/secondary.v6i3.11179

ABSTRACT Growing attention to holistic student development has stimulated increasing scholarly interest in the relationship between Social Emotional Learning (SEL) and Value-Based Character Education (VBCE). Although both approaches share a common focus on fostering students’ emotional, social, and moral growth, they have frequently been examined as separate educational constructs, leaving their conceptual interconnections insufficiently explored. This study aimed to map research developments, dominant themes, and conceptual relationships between SEL and VBCE within the context of secondary education through a bibliometric approach. Data were drawn from Scopus-indexed publications published between 2021 and 2026 and selected using the PRISMA procedure, resulting in 10 core articles. In addition, 15 supporting scientific publications were included to enrich the interpretation of the findings. Bibliometric analysis was conducted using VOSviewer and Biblioshiny to identify publication trends, keyword relationships, and thematic structures within the field. The findings revealed growing academic interest in the integration of SEL and character education, particularly during the 2024–2025 period. Social Emotional Learning and Character Education emerged as the most dominant themes and were closely associated with emotional intelligence, moral education, value-based education, and student engagement. These findings suggest that socio-emotional competencies and character development are increasingly viewed as complementary dimensions that support holistic education. The resulting bibliometric mapping highlights the conceptual convergence between SEL and VBCE and underscores their relevance for strengthening secondary education through the balanced development of students’ emotional, social, and moral capacities. ABSTRAK Perhatian terhadap pengembangan peserta didik secara holistik mendorong meningkatnya kajian mengenai hubungan antara Social Emotional Learning (SEL) dan Value-Based Character Education (VBCE). Meskipun memiliki orientasi yang serupa dalam mengembangkan aspek emosional, sosial, dan moral peserta didik, kedua pendekatan tersebut masih lebih sering dikaji secara terpisah sehingga keterkaitan konseptualnya belum tergambarkan secara komprehensif. Penelitian ini bertujuan memetakan perkembangan penelitian, tema dominan, dan hubungan konseptual antara SEL dan VBCE dalam konteks pendidikan menengah atas melalui pendekatan bibliometrik. Data diperoleh dari publikasi terindeks Scopus periode 2021–2026 yang diseleksi menggunakan prosedur PRISMA hingga menghasilkan 10 artikel inti, serta didukung oleh 15 artikel ilmiah pendukung. Analisis dilakukan menggunakan VOSviewer dan Biblioshiny untuk mengidentifikasi tren publikasi, keterhubungan kata kunci, dan struktur tema penelitian. Hasil analisis menunjukkan peningkatan perhatian akademik terhadap integrasi SEL dan pendidikan karakter, terutama pada periode 2024–2025. Social Emotional Learning dan Character Education menjadi tema yang paling dominan serta terhubung erat dengan kecerdasan emosional, pendidikan moral, pendidikan berbasis nilai, dan keterlibatan peserta didik. Temuan ini menunjukkan bahwa kompetensi sosial-emosional dan pembentukan karakter semakin dipandang sebagai dua dimensi yang saling melengkapi dalam mendukung pendidikan holistik. Pemetaan yang dihasilkan menegaskan adanya konvergensi konseptual antara SEL dan VBCE serta relevansinya bagi penguatan pendidikan menengah yang lebih berorientasi pada perkembangan emosional, sosial, dan moral peserta didik.

REGULASI EMOSI PESERTA DIDIK SMA DAN SMK DITINJAU DARI JENIS KELAMIN DAN JENIS SEKOLAH Muhammad Ridho Nuruddin; Retno Tri Hariastuti
SECONDARY: Jurnal Inovasi Pendidikan Menengah Vol. 6 No. 3 (2026)
Publisher : Pusat Pengembangan Pendidikan dan Penelitian Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51878/secondary.v6i3.11196

ABSTRACT Emotion regulation is an important ability for adolescents in dealing with various pressures and changes during their developmental period, considering that poor emotional management can trigger negative behaviors such as bullying and violence in the school environment. This study aims to determine differences in students’ emotion regulation based on gender and school type. The study employed a quantitative approach with a comparative design. The subjects consisted of 181 senior high school and vocational high school students in Lakarsantri District, including 83 male students and 98 female students, selected using a saturated sampling technique. The research instrument was an emotion regulation scale based on the aspects proposed by Gratz and Roemer, consisting of 38 items with a Cronbach’s Alpha reliability coefficient of 0.865. Data were analyzed using the Two Way ANOVA technique after fulfilling the assumptions of normality and homogeneity. The results showed no significant differences in emotion regulation based on gender (Sig. = 0.470), school type (Sig. = 0.412), or the interaction between both variables (Sig. = 0.920). The R Squared value of 0.006 indicates that emotion regulation is more strongly influenced by factors other than gender and school type. These findings suggest that guidance and counseling services in schools should focus on developing students’ emotion regulation skills comprehensively through preventive services and strengthening socio emotional skills for all students. ABSTRAK Regulasi emosi merupakan kemampuan penting bagi remaja dalam menghadapi berbagai tekanan dan perubahan yang terjadi selama masa perkembangan, mengingat lemahnya pengelolaan emosi dapat memicu perilaku negatif seperti bullying dan kekerasan di lingkungan sekolah. Penelitian ini bertujuan untuk mengetahui perbedaan regulasi emosi peserta didik ditinjau dari jenis kelamin dan jenis sekolah. Penelitian menggunakan pendekatan kuantitatif dengan desain komparatif. Subjek penelitian berjumlah 181 peserta didik SMA dan SMK di Kecamatan Lakarsantri yang terdiri atas 83 siswa laki-laki dan 98 siswa perempuan, dengan teknik sampling jenuh. Instrumen penelitian berupa skala regulasi emosi berdasarkan aspek Gratz dan Roemer yang terdiri atas 38 item dengan reliabilitas Cronbach’s Alpha sebesar 0,865. Data dianalisis menggunakan teknik Two-Way ANOVA setelah memenuhi uji asumsi normalitas dan homogenitas. Hasil penelitian menunjukkan bahwa tidak terdapat perbedaan regulasi emosi berdasarkan jenis kelamin (Sig. = 0,470), jenis sekolah (Sig. = 0,412), maupun interaksi keduanya (Sig. = 0,920). Nilai R Squared sebesar 0,006 menunjukkan bahwa regulasi emosi lebih banyak dipengaruhi oleh faktor lain di luar jenis kelamin dan jenis sekolah. Temuan ini mengindikasikan bahwa layanan bimbingan dan konseling di sekolah perlu difokuskan pada pengembangan keterampilan regulasi emosi secara menyeluruh melalui layanan preventif dan penguatan keterampilan sosial emosional bagi seluruh peserta didik.

THE IMPROVEMENT OF JUNIOR HIGH SCHOOL STUDENTS' MATHEMATICAL REPRESENTATION ABILITY THROUGH DEEP LEARNING ASSISTED BY DESMOS ON THE TOPIC OF TWO-VARIABLE LINEAR EQUATION SYSTEMS (SPLDV) Gusti Magdalena Br. Siburian; Nur Hafizah Nasution; Romaulika Situmorang; Septri Amelia Simamora; Budi Halomoan Siregar
SECONDARY: Jurnal Inovasi Pendidikan Menengah Vol. 6 No. 3 (2026)
Publisher : Pusat Pengembangan Pendidikan dan Penelitian Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51878/secondary.v6i3.11205

ABSTRACT Mathematical representation skills play a crucial role in enabling students to comprehend, express, and communicate mathematical ideas effectively. However, students’ representation abilities in the topic of Systems of Linear Equations in Two Variables (SLETV) remain insufficient, indicating the need for more engaging and innovative instructional approaches. This study aimed to examine the effect of a Deep Learning approach supported by Desmos on students’ mathematical representation skills. The novelty of this research lies in integrating Deep Learning principles with the Desmos application in SLETV instruction at the junior high school level. A quasi-experimental method employing a pretest–posttest control group design was implemented. The participants were 30 eighth-grade students from SMP IT Permata Hati Tebing Tinggi, divided into an experimental group and a control group. Data were collected through mathematical representation tests administered before and after the intervention and analyzed using normality, homogeneity, and Independent Samples t-tests. The findings revealed that the experimental group achieved a significantly higher posttest mean score than the control group, with t(28) = 16.8 and p < .001. These results indicate that Deep Learning instruction supported by Desmos has a positive and significant impact on enhancing students’ mathematical representation skills in learning SLETV. ABSTRAK Kemampuan representasi matematis merupakan keterampilan penting yang membantu siswa memahami dan mengomunikasikan konsep matematika. Namun, kemampuan tersebut pada materi Sistem Persamaan Linear Dua Variabel (SPLDV) masih relatif rendah sehingga diperlukan pembelajaran yang lebih inovatif. Penelitian ini bertujuan menganalisis pengaruh pembelajaran Deep Learning berbantuan Desmos terhadap kemampuan representasi matematis siswa. Kebaruan penelitian terletak pada integrasi pendekatan Deep Learning dan aplikasi Desmos pada pembelajaran SPLDV di tingkat SMP. Penelitian menggunakan metode eksperimen semu dengan desain pretest-posttest control group. Subjek penelitian terdiri atas 30 siswa kelas VIII SMP IT Permata Hati Tebing Tinggi yang dibagi ke dalam kelas eksperimen dan kelas kontrol. Data dikumpulkan melalui tes kemampuan representasi matematis sebelum dan sesudah pembelajaran, kemudian dianalisis menggunakan uji normalitas, homogenitas, dan Independent Samples T-Test. Hasil penelitian menunjukkan bahwa rata-rata posttest kelas eksperimen lebih tinggi dibandingkan kelas kontrol dengan nilai t(28) = 16,8 dan p < 0,001. Temuan ini menunjukkan bahwa pembelajaran Deep Learning berbantuan Desmos berpengaruh positif dan lebih efektif dalam meningkatkan kemampuan representasi matematis siswa pada materi SPLDV.

PENGUATAN KARAKTER RELIGIUS DALAM PEMBELAJARAN PAI : MENJAWAB TANTANGAN ETIKA DIGITAL GENERASI Z Friska Alyana; Muhammad Akmansyah; Zahra Rahmatika
SECONDARY: Jurnal Inovasi Pendidikan Menengah Vol. 6 No. 3 (2026)
Publisher : Pusat Pengembangan Pendidikan dan Penelitian Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51878/secondary.v6i3.11260

ABSTRACT The study is motivated by the increasing challenges of digital ethics among students such as cyberbullying, hoax dissemination, low awareness of digital privacy, and moral degradation in social media use. This study aims to analyze Islamic Religious Education (PAI) learning practices in strengthening the religious digital ethics of Generation Z at SMA Negeri 1 Sekampung Udik. This study employed a descriptive qualitative approach using observation, interviews, and documentation techniques. The research participants consisted of PAI teachers, Rohis supervisors, and Generation Z students. The findings show that PAI learning practices are carried out through religious habituation, exemplary behavior, lectures, advice, integration of Islamic values in learning activities, and Rohis programs. Religious values such as discipline, responsibility, empathy, trustworthiness, and tabayyun shape students’ digital behavior to become wiser and more responsible. PAI learning also helps students develop self-regulation in using social media. This study indicates that PAI learning has an important contribution in shaping the religious digital ethics of Generation Z through character strengthening and digital behavior control. ABSTRAK Penelitian ini didasari oleh meningkatnya tantangan etika digital pada peserta didik seperti cyberbullying, penyebaran hoaks, rendahnya kesadaran menjaga privasi digital, serta menurunnya nilai moral dalam penggunaan media sosial. Penelitian ini bertujuan untuk menganalisis praktik pembelajaran Pendidikan Agama Islam (PAI) dalam penguatan etika digital religius Generasi Z di SMA Negeri 1 Sekampung Udik. Penelitian menggunakan pendekatan kualitatif deskriptif dengan teknik pengumpulan data melalui observasi, wawancara, dan dokumentasi. Informan penelitian terdiri dari guru PAI, pembina Rohis, dan peserta didik Generasi Z. Hasil penelitian menunjukkan bahwa praktik pembelajaran PAI dilakukan melalui pembiasaan religius, keteladanan, ceramah, pemberian nasihat, integrasi nilai Islam dalam pembelajaran, serta kegiatan Rohis. Nilai religius seperti disiplin, tanggung jawab, empati, amanah, dan tabayyun mampu membentuk perilaku digital peserta didik menjadi lebih bijak dan bertanggung jawab. Pembelajaran PAI juga membantu peserta didik mengembangkan self-regulation dalam menggunakan media sosial. Penelitian ini menunjukkan bahwa pembelajaran PAI memiliki kontribusi penting dalam membentuk etika digital religius Generasi Z melalui penguatan karakter dan pengendalian perilaku digital.

Home Page

OAI Link

Editorial Team

Contact

Reviewer

Google Scholar

Contact Name
Muhamad Suhardi

Contact Email
jurnalp4i@gmail.com

Phone
+6285239967417

Journal Mail Official
Jurnalp4i@gmail.com

Editorial Address
Lingkungan Handayani, Kel. Leneng, kec. Praya, Kab. Lombok Tengah, Nusa Tenggara Barat

Location
Unknown,

Unknown

INDONESIA

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

Home Page

OAI Link

Editorial Team

Contact

Reviewer

Google Scholar

Contact Name Muhamad Suhardi

Contact Email jurnalp4i@gmail.com

Phone +6285239967417

Journal Mail Official Jurnalp4i@gmail.com

Editorial Address Lingkungan Handayani, Kel. Leneng, kec. Praya, Kab. Lombok Tengah, Nusa Tenggara Barat

Location Unknown, Unknown INDONESIA

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

Contact Name
Muhamad Suhardi

Contact Email
jurnalp4i@gmail.com

Phone
+6285239967417

Journal Mail Official
Jurnalp4i@gmail.com

Editorial Address
Lingkungan Handayani, Kel. Leneng, kec. Praya, Kab. Lombok Tengah, Nusa Tenggara Barat

Location
Unknown,

Unknown

INDONESIA